To Praise or Not to Praise? Examining the Effects of Ability vs. Effort Praise on Speaking Anxiety and Willingness to Communicate in EFL Classrooms

Autor/inn/en	Zarrinabadi, Nourollah; Lou, Nigel Mantou; Darvishnezhad, Zeinab
Titel	To Praise or Not to Praise? Examining the Effects of Ability vs. Effort Praise on Speaking Anxiety and Willingness to Communicate in EFL Classrooms
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 1, S.88-101 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarrinabadi, Nourollah) ORCID (Lou, Nigel Mantou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2021.1938079
Schlagwörter	Foreign Countries; Positive Reinforcement; Ability; Anxiety; Speech Communication; Classroom Communication; English (Second Language); Second Language Learning; Junior High School Students; Student Attitudes; Intelligence; Private Schools; Second Language Instruction; Iran + Suchen Sie Ihr Suchwort? Ausland; Fähigkeit; Fertigkeit; Angst; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schülerverhalten; Intelligenz; Klugheit; Private school; Privatschule; Fremdsprachenunterricht
Abstract	This study examined the effects of praise for intelligence and praise for effort on Iranian EFL learners' language mindsets, perceived communication competence, speaking anxiety, and willingness to communicate (WTC). The students in three English classes (N = 63, all junior high school students) in a private language institute filled in self-report scales on language mindsets, perceived communication competence, speaking anxiety, and WTC, and then were assigned to praise for effort, praise for intelligence, and control conditions for 14 classroom communication sessions. They answered the same scales in the last session of the experiment. The results of quantitative analysis indicated that praise for effort enhanced learners' growth mindsets, communicative competence, and WTC, and decreased their speaking anxiety. In contrast, praise for intelligence and no praise decreased students' growth mindsets. Praise for intelligence further decreased students' WTC and increased their speaking anxiety. Follow-up qualitative data gathered by interviews with 12 students further suggested that praise for effort facilitated learners' WTC by increasing their growth mindsets and lowering their speaking anxiety. Finally, we discussed practical implications for how language teachers enhance students' success in classroom communication. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01